Improving children’s perseverance in mathematical reasoning: creating conditions for productive interplay between cognition and affect

Research output: Chapter in Book/Conference proceeding with ISSN or ISBNConference contribution with ISSN or ISBN

Abstract

This paper reports on a small-scale intervention that explored perseverance in mathematical reasoning in children aged 10–11 in an English primary school. The
intervention facilitated children’s provisional use of representations during mathematical reasoning activities. The findings suggest improved perseverance
because of the effect the intervention seemed to have on the bidirectional interplay between affect and cognition. This initially created affectively enabling conditions
that impacted on cognition and then created cognitively enabling conditions that impacted on affect. A tentative framework describing this interaction is proposed.
Original languageEnglish
Title of host publicationProceedings of the Ninth Congress of the European Society for Research in Mathematics Education
EditorsKonrad Krainer, Naďa Vondrová
Place of PublicationPrague, Czech Republic
PublisherCharles University in Prague, Faculty of Education and ERME
Pages1131-1138
ISBN (Print)9788072908448
Publication statusPublished - 2015

Keywords

  • Perseverance
  • mathematical reasoning
  • affect

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